Find Academic Supervisors

• Applied Linguistics
• Second Language Education
• Task-based Language Teaching (TBLT)
• +4 more

Xavier Gutierrez is an Associate Professor in the Department of Modern Languages and Cultural Studies at the University of Alberta, specializing in Applied Linguistics and Spanish Language Education. He serves as Spanish Language Program Coordinator and has been teaching since 2013. His research focuses on Task-based Language Teaching (TBLT), grammar pedagogy, and teacher education. He holds a Ph.D. in Second Language Education from the University of New Brunswick, alongside degrees from Universitat Autònoma de Barcelona. His current projects include evaluating a task-based curriculum implementation funded by the Teaching and Learning Enhancement Fund, and collaborative research on teacher education's role in pedagogical innovation with Bill Dunn and Leila Ranta. He teaches undergraduate and graduate courses in Applied Linguistics and Spanish language instruction. Key research areas include metalinguistic knowledge, explicit/implicit language learning, and L2 acquisition processes. His publications span journals like Language Teaching Research and Canadian Journal of Applied Linguistics , with a focus on pedagogical methodologies and assessment frameworks. Received the 2017 Faculty of Arts Undergraduate Teaching Award Co-Editor-in-Chief of Language Awareness journal Advising focuses on graduate students researching Second Language Education. He coordinates Spanish language programs and advocates for evidence-based language pedagogy.

• French as a Second Language
• Plurilingual Pedagogy
• Task-Based Language Teaching
• +4 more

Pierre-Luc Paquet is an Adjunct Professor at the Department of Didactique , Faculty of Education , Université de Montréal. His work bridges translinguistic strategies, plurilingual pedagogy, and task-based language teaching (TBLT) in second/foreign language contexts. PhD (2017), MA (2011), BA (2009) in Didactique Focus: French/Spanish as L2/L3, metalinguistic reflection, plurilingual consciousness-raising tasks Research trends from his 15 most recent publications show: Developing crosslinguistic-communicative task sequences (2024–2021) Integrating translinguistic reflection in French/Spanish instruction Demystifying target-language-only dogma through plurilingual approaches Exploring L1 influence on gender agreement acquisition Task-based assessment models for Spanish as a third language Research grants & projects include: CRSH-funded (2024–2027): Crosslinguistic-Communicative Teaching Model for learner engagement CRSH-supported (2020–2024): Plurilingual Task Sequences in Quebec & Mexico Collaborations with researchers like Nina Woll and Gabriel Michaud highlight his cross-border focus on plurilingualism in higher education. Current work emphasizes pedagogical transformation through task-based engagement and translinguistic resource utilization.

Kyoko Kobayashi HillmanView profile

Lecturer

• Second Language Acquisition
• Task-Based Language Teaching
• L2 Vocabulary Acquisition
• +3 more

Kyoko Kobayashi Hillman is a Lecturer in Second Language Acquisition/Applied Linguistics at the Department of Asian Studies, Faculty of Arts, University of British Columbia. She holds a Ph.D. in Second Language Acquisition from the University of Maryland and an M.A. in Teaching Japanese as a Second/Foreign Language from the University of Iowa. Her research focuses on Task-Based Language Teaching (TBLT), Second Language Vocabulary Acquisition, and Mixed Methods Research in SLA. Dr. Hillman has taught Japanese at institutions in the U.S., Japan, China, Canada, and Nigeria, with expertise in designing curricula for diverse language learners. Her work emphasizes practical pedagogical approaches and the application of theoretical frameworks to real-world language teaching challenges. Key publications include studies on TBLT for U.S. Foreign Service Officers, task-based methodologies in language learning, and psycholinguistic experiments in SLA. She has contributed to edited volumes such as *The Cambridge Handbook of Language Learning* and authored a textbook on academic presentations for Japanese learners. Her research bridges theoretical SLA concepts with practical classroom applications, particularly in vocabulary acquisition and cross-cultural communication.

Ai NishinoView profile

Academic

• Japanese Language Education
• Teacher Development
• Cross-Cultural Language Learning
• +3 more

Ai Nishino is a Visiting Lecturer in Japanese Language Education at the University of British Columbia's Department of Asian Studies (Faculty of Arts). She holds an M.A. in Language and Culture from Osaka University (2004) and a B.A. in International Relations from Ritsumeikan University (1999), with participation in the UBC-Ritsumeikan Joint Program (1996-1997). Her expertise spans language education, teacher training, and cross-cultural pedagogy, with a focus on Japanese language instruction in Asia. Research interests include career development of secondary Japanese language teachers in Asia (using cultural psychological perspectives and the Trajectory Equifinality Approach), task-based language teaching, and integrating culturally rooted materials like traditional Japanese folktales into language education. She has taught at universities across the Asia-Pacific and worked at Japanese government-affiliated institutions. Multilingual in Japanese, English, Chinese, and Thai, Dr. Nishino contributes to curriculum development and teacher training programs. Her work emphasizes fostering intercultural understanding through language education, particularly in Thai contexts.

• French as a Second Language (FLS) Teaching
• Second Language Acquisition
• Task-Based Language Teaching (TBLT)
• +5 more

Gabriel Michaud serves as Associate Professor in the Department of Didactics at the University of Montreal's Faculty of Education. His teaching spans multiple programs including Bachelor's in Teaching French as a Second Language, Master's in Educational Sciences, Doctorate in Educational Sciences, and specialized language teaching microprograms. Professor Michaud's research centers on French as a Second Language pedagogy, with emphasis on written corrective feedback mechanisms and task-based language teaching. He investigates real-time/synchronous feedback efficacy, grammar and vocabulary instruction techniques, and technology-enhanced approaches like emoji-based emotion vocabulary acquisition for allophone students. His work bridges theoretical frameworks with classroom applications in francization contexts. No scientific awards were documented in the provided materials. He currently supervises graduate research including Mariem Ammar's 2023 Master's thesis on emotion vocabulary learning through emojis. His active research portfolio includes SSHRC-funded projects 'Written corrective feedback: when and for whom?' (2022-2025), 'Synchronous written corrective feedback in second language classrooms' (2020-2023), and FRQSC-supported 'Real-time written corrective feedback for language learning' (2022-2026), plus co-investigation on the SSHRC project 'Crosslinguistic-Communicative Teaching Model for TBLT engagement' (2024-2027).